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Qualitative Data Analysis – example assignment 1

Analysis of a ‘Looked After’ Child’s Perception of self in Social Services

As a foster carer, my personal research interest encompasses the needs of children in my/local authority care, (currently referred to as ‘looked after’ children) understanding how support is organised to assist their social and emotional development, significantly important when understanding construction of their social world. Constructing knowledge in this way has inevitably led to the identification of specific theoretical practices that complement my interest and my social constructive and phenomenological methodologies. These explore emotional response within a given context through qualitative methods, rather than an empirical traditional approach that draws on propositions that are extended from theory and tested through positivist’s quantitative methods (Yin, 2003, Van Der Aalsvoort et al 2000). But, by adopting this contrasting stance, there can be significant implications in practice. For instance, for the qualitative researcher, deciding on a particular form of analysis can be difficult, amongst the array of complex issues. The researcher is more likely to be confronted by problems with validity, reflexivity and interpretation which are often drawn into question by different paradigmatic views. To address these concerns, it is important that the researcher selects the appropriate form of analysis in relation to the research question and provides justification for its use.

For these reasons, this assignment is an annotation of the qualitative analysis process, and includes a discussion of firstly, the types of qualitative analysis appropriate to the data and research question; secondly, the data selection and research questions; thirdly, the phases of analysis and finally, the researcher’s reflection that informed the decision making process. The assignment will conclude with a reflective discussion. Analysis may informed by researcher reflection improving development throughout.

Approaches to Qualitative AnalysisWhen beginning analysis, an investigation of the current practices is essential to understand the methodological implications of each approach, to discover which method is most appropriate to the type of research and to identify which would provide the most accurate response to the research questions. But, without guidance on different forms of analysis, it is difficult to ascertain its suitability. Flick (2002) considers these four features of qualitative research as essential:

‘the correct choice of appropriate methods and theories; the recognition and analysis of different perspectives; the researchers’ reflections on their research as part of the process of knowledge production; and the variety of approaches and methods’.

(2002:4)Literature review has revealed a variety of approaches that differ significantly in their epistemological stance, method of analysis and examination of the analysis itself, all of which claim to be most appropriate. Tesch provides an in depth detailed account of the most relevant forms of analysis, dependent on pedagogy and paradigm, theoretical framework and research method (1990). However, this structured format is limited in its recognition of the social constructive approach, only identifying life history as constructive in examining past events rather that current interactions (1990:29). Tesch’s analysis techniques seem to restrain the researcher’s investigation of data, dictating how the researcher should conduct analysis within specific paradigms, instead of responding to the data in relation to the research question. Van Der Aalsvoort et al (2000) maintain this paradigmatic view, identifying the four different approaches within social interaction, empirical tradition, linguistic approach, ethno-methodological paradigm and multi-method pluralism approach used by Miles and Huberman (1984). Their perspective differs to Tesch’s in that they recognise social constructivism and the linguistic elements that construct knowledge. However, their approach still maintains that the analysis method is dependent on epistemological stance. Ely et al, present a different perspective, moving away from an epistemological based analysis that stems from quantitative research, focusing instead on a more flexible approach that encapsulates understanding of the phenomenon (1997).

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“We are struck, in addition, by what we see as great chunks of overlap in many qualitative research positions that are posited to be distinct and unique. In our experience it is an unending task-often a madding one- to tease out where the similarities and differences lie. When we set about constructing the theoretical or methodological framework for study, or when we consider what our personal theoretical frames of reference are for our scholarly work as a whole, we tend to blend compatible positions, looking out all the while for consistency.”

(Ely et al 1997:5)They suggest a theoretical or thematic approach while working in an interpretive mode. This enables the researcher to remain ‘open to surprise’ throughout analysis, while forming a theoretical framework that will reflect the data (1997). This constructive approach seems to clarify my thinking towards theoretical analysis such as grounded theory, but it is still limited in its explanation of differing forms, such as discourse and narrative. My investigation of the literature led to an exploration of discourse analysis. Phillips illustrates this importance of discourse within the social constructive paradigm;

“Social reality is produced and made real through discourses and social interactions cannot be fully understood without reference to the discourses that give them meaning”

(Philips 2002:3)A comment based on Foucault social theory (Gutting 2005) reiterating Fairclough’s belief on social structure.

“orders of discourse are the social organization and control of linguistic variation, and their elements (discourses, genres, styles) are correspondingly not purely linguistic categories but categories which cut across the division between language and ‘non-language’, the discoursal and the non-discoursal. When we come to texts as elements of social events, the ‘overdetermination’ of language by other social elements becomes massive: texts are not just effects of linguistic structures and orders of discourse, they are also effects of other social structures, and of social practices in all their aspects, so that it becomes difficult to separate out the factors shaping texts.”

(Fairclough 1995)Phillips addresses the discourse framework and identifies two key dimensions on which the research may focus. The vertical axis focuses on the individual’s use of text and the horizontal axis provides the social context. This framework is suggested to enable the researcher to focus on specific elements within the text, which in turn can assist the researcher’s response to research questions (2002:18). For this, Phillips recommends four differing types of discourse; interpretive structuralism, social linguistic analysis, critical discourse analysis and critical linguistic analysis.

Interpretive structuralism explores how social context and discourse shape interaction and events rather than discourse alone, examining linguistic framing and recurring metaphors. Analysis is conducted by coding according to genres (themes), subsequently grouped into clusters and associated to settings.Critical discourse analysis is often used to demonstrate the use of power in speech and text as used by dominant groups and organisations, focusing on the power dynamics of speech and its effects of marginalisation. This approach draws on Foucauldian theories of power, identifying strategies used to prove advantage and disadvantage.

“The individual is not to be conceived as a sort of elementary nucleus, a primitive atom, a multiple and inert material on which power comes to fasten or against which it happens to strike, and in so doing subdues or crushes individuals. In fact, it is already one of the prime effects of power that certain

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bodies, certain gestures, certain discourses, certain desires, come to be identified and constituted as individuals. The individual, that is, is not the vis-à-vis of power; it is … one of its prime effects.”

(Foucault 1980: 98)Within this analysis, Foucault’s approach explores the individual’s experience of everyday interactions and provides a ‘thick description’ of social practices and researcher interpretation to decipher disciplinary techniques and individual reaction (Fairclough 1995).Social/ Critical linguistic analysis examines the individual text and the dynamics of power, but also concentrates more on a micro level, examining word selection to identify dominance. The approach can be conducted in two ways, thematic (as used by Spadley 1980, Ely et al 1997, Reissman 1983) and social semiotic (Halliday 1979).

Qualitative examination of the data has also been discussed extensively by Tesch, Ely et al and Wolcott, identifying possible ways in which the researcher could begin to address the phases of analysis. Tesch and Ely et al identify ten characteristics; by maintaining continual and systematic analysis throughout; becoming reflective; segmenting meaningful units and categorisation, while maintaining a connection to the whole and using comparison as an intellectual tool to shape data through method and synthesis. Wolcott presents a similar approach suggesting that data should be systematically collected according to the framework (1994:29-35).

ReflectionThe restrictions of epistemology had inevitably clouded my vision of analysis. As my stance towards research runs parallel to social constructivism, my initial investigation was directed to pre-designed and pre-structured instrumentation for constructive approaches. This proved not to be the case, as the further I explored literature, the clearer it became that the research question was more significant than personal stance, dictating the choice of analysis independent of paradigm. There was an expected procedure to follow. Analysis methods were not universal boxes that could be plucked of a shelf and applied to any set of data: Instead, the selection of a particular form must suit, firstly, the type of data and secondly, the research question. Indeed, analysis should not be considered in isolation of the data, as Coffey & Atkinson suggest, 'analysis is not a separate set of procedures applied to an inert body of data' it should be viewed as an integral part of the whole (1994:.11). But my first instincts towards the data were further confused, not only by epistemological stance but also by social theory. Being familiar with the field of ‘looked after’ children, I had been exposed to issues such as dependent support, influences of power and extensive group dynamics. This insight could provide a theoretical sensitivity enabling the construction of theory that is grounded, conceptually dense, and well-integrated (Strauss & Corbin 1997:42). These genres/themes had drawn my attention to Foucault’s social theory and prompted my initial investigation of its associations to post-structuralism, semiotic and thematic approaches. This proved to be a correct assumption. Further investigation into analysis and social construction, directed me towards discourse analysis as the most appropriate tool. I feel this approach is best suited for the investigation of ‘looked after’ children’s perceptions of self and, their self representation, given the political power dynamics and social disadvantage of this group.

Data Selection

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As a researcher and foster carer I have a vested interest in the voices of children in care, (currently referred to as ‘looked after’ children (LAC)). As a marginalised group, these children are significantly underrepresented in research. Current discourse within the field suggests that despite international calls from the UN, UNICEF and Save the Children (UNCRC 1989, UNICEF 2003, SAVE THE CHILDREN 2003), the United Kingdom is not legally bound to adhere to The Convention on the Rights of the Child (1989) and as such does not recognise the international standards that recommend the inclusion of child service users’ opinions during decision making. As a result, recent research within the national paradigm has continued to maintain non-participatory research practice, which presumes child opinion in order to defend their interests (Murray 2005). While the international movement moves towards participatory and emancipatory research, pressure has inevitably led to the service departments’ questioning of current practice as to whether in-service decision making is in fact drawing presumptions of child service users (Borland Et Al 1998). This data was selected to explore current operational practices of local child service departments in relation to child participation and facilitation of child voice. This consists of an observation of a ‘looked after’ child’s biannual review, in which key-workers discuss the child’s development. The following questions were formulated to assist identification of an appropriate method of analysis.Research Questions

Does the review process allow for the child’s voice to be accurately represented?o Are there any barriers preventing facilitation?o Can strategies be identified to enhance child’s voice?

ReflectionThe research questions are difficult to identify in the initial stages, as a significant number of areas of investigation became apparent. Child participation expanded into physical and visual interactions, spoken discourse, non-verbal communication, and group dynamics. To what extend should child voice be considered? Could it relate to non-verbal as well as verbal discourse? As identifying the specific research question became difficult; I resorted to my initial interpretation of the data.

Phase 1 Previous Annotation of the DataThe initial annotation of the data was conducted shortly after the review had been transcribed for the previous assignment. The category clusters were formulated from a brainstorming exercise, which identified particular areas of interest (Maykut & Morehouse 1984).

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LAC REVIEW

review process

disclosing to others

personal possesions

dealing with past carers

past reviews

changes

improvements

failures

education

health

3th person referal

organising education

pepadditional support

discussing personal issues

health

history in residental care reasons for

entering care

importance in relation to moves

doctors

dentists

LAC history

stabili typermenance

establishing trust

response to others

ability to manage behaviour

documentation

passport

national insurance

response to LAC

retaining possessions

The annotation revealed relationships between categories that I had not previously noticed. The structure of the meeting led to the departmentalising of support and an examination of the effects of formality contained within the meetings’ agenda. This in turn directly influenced my annotation. Inadvertently, I had maintained this view of the meeting, examining the data within a departmental perspective and restricting exploration of the interaction between the individual, the group and the relevant use of discourse dictating the influence of power. Because of this, the annotation has little association to the research question and as such cannot accurately correspond to the themes of LAC representation during the review. An examination was required that identified the specific dimensions of the research question in relation to Phillips’ axial framework. The question required locating the two axes of individual discourse and social context and deciding on how LAC representation should be defined.

Adopting Fairclough and Foucault’s theory that discourse cannot exist in isolation, placed the research question within the social context axis. As such it considered the effects of interpersonal relationships, formation of discourse within social events and the use of linguistic framing within the social context. This approach to the data required either a critical discourse or an interpretive structuralist analysis that would consider the effects of the social event on LAC representation and examine how key workers use linguistic framing, non-verbal discourse and manipulation of power dynamics to facilitate LAC voice, rather than discourse alone. An interpretive structuralist approach that bordered on the edge of critical discourse was considered, to allow for the identification of non-verbal as well as verbal dimensions of power within the themes. To construct this analysis, elements of grounded theory (Strauss & Corbin 1998) were applied that would enable the researcher to develop themes from a grass root level, ensuring that analysis is representative of the phenomena, validating the research findings.

ReflectionAt the time of annotation, I believed that my interpretation of the phenomena was an accurate representation. But further examination of the data revealed that a lack

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of a research question meant a lack of focus. Instead, it developed into a broad interpretation of the event, maintaining the initial structure of the review throughout. To understand the interpersonal relationship between the participants a more detailed exploration was required that examined the data without restriction. For this, an interpretive stucturalist approach was combined with grounded theory to enable the construction of themes. This developed relationships within the themes relating to the research question and constructing relevant interpretation. However, there were concerns that a thematic approach was not the most appropriate and there were constant drifts towards critical discourse analysis. Remaining open to change had an adverse affect on my selection of method and selecting one approach became frustrating as elements of each conflicted. Inevitably, time constraints resulted in a thematic analysis being selected.

Phase 2 Thematic Analysis and Open CodingTo conduct the analysis, grounded theory stages were introduced that enabled the researcher to systematically focus on specific elements. The ‘open’ coding of themes was adopted for the initial stage. Thirty six codes were created relating to the social context of interaction and LAC representation.Accent additional support affirmationApologies assumption body languageCasual speech comedy consentCorrecting clothing departmentalizing supportDominant speech expected spoken response familiarityFidgeting formality frequent placementGaze gender group dynamicIncorrect assumption instability of support staff LAC activitiesMeeting agenda misunderstood moving around the roomPossessions power proceduresProximity reassurance requesting LAC opinionSilence scent time limitationsunexpected response

These tended to develop into binary opposites (Barthes 1993, Berger 2000, Lacey 1998), formality –familiarity, casual-dominant speech, expected response-unexpected response, assumption-correcting, that is predominant in structuralism studies. The reasons for this may have developed from the contrasting nature of the review and the significant divide between informal discussion pre and post to the agenda and the formal profession procedures. To ensure these codes were accurately representative, the flip flop technique was used, visually replacing codes for alternative opposites. This enabled the researcher to test the usage of specific codes and monitor change throughout the process. During the procedure, quotations were assigned to codes and comments were attached to clarify thinking.

fi dgeting {6 -1}~LAC displaying signs of discomfort

[1:3][9] he remains still.Comment: seems to tense up, is this aresponse to the individual or theimpending meeting

[1:14][23] pats the dog each time shepas..

[1:41][61] LAC switches seats to thecomp..

[1:29][41] He starts to rub the back ofh..

[1:11][17] LAC gets up and stands in the..Comment: response to NTAS sitting, actsuncomfortable

[1:57][47] “will we have enough chairs?”..

[1:21][32] organises his folder

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But, as the coding continued, problems occurred due to the limitations of the Atlas program. Unfortunately, the program reached its maximum capacity before the completion of the data. Quotations were therefore expanded from individual words into sentences.

P 1: LAC review.txt - 1:119 [as we have a few new faces I t..] (68:74) (Super) Codes: [formality]

as we have a few new faces I think we should start with an introduction..I’m Bill the reviewing officer” This followed in a clockwise direction, Mark, outreach worker, Vicki, National Teacher Association Support Worker ‘I work with year 11 LAC’s to make sure their on course’, Steve, family placement officer, Johnny, foster carer, LAC “work experience” (laughter) and myself foster carer. RO continues, “lets first discuss the last review for LAC.. or should I say since the last review..

P 1: LAC review.txt - 1:131 [RO moves the conversation on, ..] (112:119) (Super) Codes: [formality]

RO moves the conversation on, “health..dentist.. are you still registered with___...do you have any work that needs to be done?”LAC comments ‘em..I should have had an appointment at my last foster carers but I don’t know what happened”OW answers “eh I think a filling… two I think”FC adds, “he is on our doctors list and we are waiting for his appointment for his check up”

As a result, significant overlaps caused confusion within the coding process. To overcome this, the flip flop technique was applied and codes that shared co linearity were merged; ‘clothing’, ‘scent’’ and ‘age’ were replaced by ‘physical appearance’; ‘incorrect assumption’ was included within ‘correction’. The extent of the open coding had inevitably produced an extensive list that directly and indirectly related to LAC participation and social interaction. So the analysis required streamlining to directly relate codes to the research question.

ReflectionObservation contained detailed interplay between participants, too many for discourse analysis to accurately represent the social context of the language usage, re-affirming my choice of thematic analysis. But the extent of the grounded approach provided numerous amounts of codes that clouded my interpretation of the data. Codes had to be selected in order to respond to the research question. But deciding on which codes to exclude became difficult as defining representation of LAC voice became interlinked with the dynamics of power and gaze. Referring to Foucault and Fairclough, it became clear that these dimensions could not be separated from the facilitation of voice and representation of LAC.

Phase 3 Selective & Axial codingTo respond to the research question, appropriate codes were selected that encapsulated facilitation of LAC voice and the barriers that prevented representation within the social context of the review. To do this, codes were clustered and axial relationships were established between codes to identify their interaction within LAC representation. expected spoken response <is> Root

gaze <is part of> expected spoken responseproximity <is associated with> gaze

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silence <is associated with> proximityformality <is associated with> silencepower <is associated with> silence

dominant speech <is associated with> powergender <is associated with> power

proximity <is associated with> genderproximity <is associated with> power

silence <is associated with> gaze

A basic matrix was formed to identify distinct differences between participants. From these, relationships were established between the codes of ‘familiarity’, ‘seating proximity’, ‘gender’ and ‘casual speech’, defining differences between the participants. Where individuals were known amongst the group, speech, ‘body language’ and ‘seating proximity’ became relaxed; ‘power’ became balanced and ‘gaze’ had little effect.

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phy sica l appea ra ncesimlarity in clothing and appearanceemphasises group devision, NTAS officerdistinctly different

body la nguagephysical displays and actions that can bepercived as communcation

ge nde rrelates elements of power spcifc speech,to gender, defining difference andsustaining

pow erownership of review process, chosingwhen to talk and who to, emphasisingdifference

prox im ityindividual selection of seats duringreview indicates familiariy with others,dynamic of the group and isolation ofothers.

silenceused to distance with power, also,reaffirms formality change

ca sua l spe e chinformal speech prominent amongst keyworkers, displaying familarity

acce ntis this effecting the gender relationshipor regionaldivision within the group

dom ina nt spee chused by individuals to inform others oftheir significance in review, also use byLAC to emphasise importance ofposessions

fa m ila rityshared group dynamic, use of informalactions and speech

ga zethe obervation of others, focusingcentrally on individual and defining howgroup should react to central subject

group dy na m ichow individuals form groups wihingroups, providing members wihreassurance, familiarity and isolatingthose external to this.

But, in the case of one participant, the NTAS worker, response was significantly different. Contrasting codes, ‘physical appearance’, ‘accent’ and ‘gender’ led to ‘silence’, distant ‘seating proximity’ and an imbalance of ‘power’.

010“tall woman steps in. she is wearing a dark brown diagonally lined top and skirt and slip-on heeled shoes. She states “Hi I’m Vicki” in a broad Liverpool ascent. The foster carer introduces himself and the others and I welcome her in. Her shoes clatter on the floor. As she passes through I can smell her perfume. She smiles in my direction which I return, I notice she’s wearing make-up.”

017“NTAS sits herself down on sofa², as she does LAC gets up and stands in the middle of the living room. He looks to the floor. NTAS asks ‘ how’s school…your doing ok’ ‘ok..ye’” There is a long pause.

026“LAC shows the man in, he’s in his forties, wearing jeans and a short sleeved checked shirt. He sits himself down in sofa¹, LAC sits on the dining chair next to the door way. “

038“He is followed by Outreach worker (OW) who is wearing jeans and a short sleeved checked shirt. He is also in his forties.”

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044“OW sits next to RO and LAC returns to dining chair.The two chat about recent events in the adolescent

department.”

(Appendix I)Response by the key workers seems to have an adverse effect on LAC response, as LAC seemed unsure how to react, communicating anxiety through non-verbal language. Distinct elements of non-verbal communication became apparent within the matrix, raising concerns as to how this may affect LAC participation and voice facilitation. A further exploration of non-verbal communication was required.


is part of

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is associated with

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is associated with

contradicts

is associated with

pow e rownership of review process, chosingwhen to talk and who to, emphasisingdifference

ga zethe obervation of others, focusingcentrally on individual and defining howgroup should react to central subject

phy sica l a ppe a ra ncesimlarity in clothing and appearanceemphasises group devision, NTAS officerdistinctly different

body la ngua gephysical displays and actions that can bepercived as communcation

non-v e rba l co m m unica tionappears to be a clear indication that

physical appearance, power and gazehave signifcant affect on non-verbal

response

[1:24] “what’s your name?”

[1:28] RO and NTAS do not respond to ..

[1:30] he continues to rub his neck a..

[1:33] He looks towards me

[1:38] he responds while looking thro..

[1:40] explaining that he’s left it o..

[1:41] LAC switches seats to the comp..

[1:45] he foster carer apologises and..

[1:68] He begins to talk and the conv..

[1:88] PO interjects “its not your fa..

[1:104] RO continues, ‘Right next.. re..

[1:114] J anet..have FC got all the pap..

dom inant spe e chused by individuals to inform others oftheir significance in review, also use byLAC to emphasise importance ofposessions

ge nde rrelates elements of power spcifc speech,to gender, defining difference andsustaining

prox im ityindividual selection of seats duringreview indicates familiariy with others,dynamic of the group and isolation ofothers.

sile nceused to distance with power, also,reaffirms formality change

[1:46] There is a long pause.

[1:49] brought in and both key worker..


fo rm a lityformality in this context is defined byexpected spoken discourse, non-verbalcommunication (silent, adjusted posture)seating proximity and clockwise motion ofturn taking.

When exploring the group as a whole, ‘power’ was a dominant factor affecting individual non-verbal response, in turn imposing ‘silence’ and dictating ‘seating proximity’ and ‘gaze’. The ‘formal’ element of the review also had a significant effect on response, magnifying ‘silence’ and redistributing ‘power’.

.

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CF:meeting structure

m e eting a ge ndaformality of structure limited deviationfrom spefic topic

L A C activ ities

pro ce dure sstandard practice and agenda conductedduring reviews

assum ptionpreassumed understanding of LAC'scurrent and historical status


silenceused to distance with power, also,reaffirms formality change

requesting L A C o pinonlimited, considering review is designed toprovide opportunity for LAC to disusscurrent concerns

ex pecte d spo k e n re sponsepredicable response, or comment withingiven context

co nsent

de partm enta lis ing suppo rtworkers section aspects of LAC's life intomanagable fields, from which each have arole to provide

bo dy languagephysical displays and actions that can bepercived as communcation

fo rm a lityformality in this context is defined byexpected spoken discourse, non-verbalcommunication (silent, adjusted posture)seating proximity and clockwise motion ofturn taking.

ca sua l spee chinformal speech prominent amongst keyworkers, displaying familarity

do m inant spee chused by individuals to inform others oftheir significance in review, also use byLAC to emphasise importance ofposessions

po w e rownership of review process, chosingwhen to talk and who to, emphasisingdifference

tim e lim ita tionspressure to rush through review

[1:113] J anet..have FC got all the pap..

[1:123] Everyone starts to scribble th..

[1:125] well its 4:40 now..I think we ..

[1:141] finally, I always leave him to..

[1:146] if that’s all we’ll say good n..

[1:80] “lets first discuss the last r.. [1:144] “could I just set the date for..

[1:118] RO moves the conversation on

The ‘meeting agenda’ in turn generated ‘expected response’, and ‘dominance of speech’, this restricted LAC and group facilitation. Those familiar to the review process, slipped into a linguistic framework, ‘departmentalizing’ the services, following set procedures that consciously hindered the pressure to complete. This resulted in a limited deviation from the agenda, in turn restricting participant response and LAC voice. Those familiar with the procedures, tended to draw on presumptions of LAC within the departmental process.

075“you were at ____ and then came here?” LAC responds “no ____”, “___ then ___? (RO frowns) I thought you came straight here?” LAC responses, “I was at _____ for a week” RO comments “then at ___ and ___?”

122“so that’s health..education..vicki do you want to talk about his progress” NTAS responds “LAC is at ___ where he is doing six GCSE’s is that right?” LAC interjects “eh..no..english literature..eh ..drama” “oh seven then?” “no..ten in all if you include drama and..” NTAS interrupts, “oh I’ll have to check. But he’s expected to achieve A to C’s for his English and maths and at the moment is not receiving extra support”

(Appendix I)This could have been limited if LAC had been encouraged to participate more freely. When comparing the ‘requests for LAC response’, only two quotations could be listed, suggesting that despite the review being constructed to assist LAC support, LAC voice was significantly limited. Instead, the group’s focus was maintained within the agenda format.

2 quotation(s) for code: requesting LAC opinionReport mode: quotation list names and referencesDate/Time: 19/05/06 15:13:04______________________________________________________________________

P 1: LAC review.txt - 1:141 [finally, I always leave him to..] (160:163) (Super)

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Codes: [requesting LAC opinon]

finally, I always leave him to last…LAC..what are the good points about the placement? LAC states, “I don’t have to waste three hours travelling everyday”, “anything else”, “I’ve got things to do here..I can do my own stuff..I’m not bored”

P 1: LAC review.txt - 1:142 [“ok” LAC agrees.] (146:146) (Super)Codes: [requesting LAC opinon]

“he’ll call them..and you can pick them up” OW adds, ‘I’ll phone and we’ll go down there.ok?’ “ok” LAC agrees.

When concluding this analysis and comparing it to LAC representation, several different aspects of the review seemed to have detrimental effects on LAC response: The effects of ‘power’, ‘gaze’, and the social context of the meeting and the restrictions of linguistic framing of the ‘agenda’, all seemed to have a significant effect on LAC behaviour.

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CF:LAC representation

moving around the room~

proximity~

procedures~

additional support~

body language~

incorrect assumption~

unexpected response~

expected spoken response~

frequent placement~

casual speech~

departmentalising support~assumption~

requesting LAC opinon~

instability of support staff~

silence~

gaze~

fidgeting~

comedy~

posessions~

time limitations~

LAC activities

consent

misunderstood~

The ‘power’ dynamics of the group and the subsequent ‘gaze’ on LAC had an effect on his response. As LAC would frequently move around the room, relocate from his seat and display body language such as rubbing the back of his neck, suggested signs of discomfort. Because of the ‘power’ differential within the group, subordinate actors would often focus their attention on LAC, magnifying the ‘gaze’ and diminishing his influence of ‘power’. This again led to behavioural responses of ‘fidgeting’, ‘staring’ at the floor and ‘moving around the room’ etc… An additional dominant theme within LAC representation was the aspect of being ‘misunderstood’. This resulted in LAC ‘correcting assumptions’ throughout the meeting, and these were attributed to the majority of his responses. This drew into question LAC representation, and the significance of LAC voice.

Facilitating LAC VoiceTo address LAC facilitation, aspects of non-verbal and verbal communication were included, for several reasons. Firstly, they are an aspect of social interaction to which key workers respond. To remove them would segment the data into a series of unrelated units, disconnected from the social context. Secondly, a majority of LAC response was non-verbal and visually described his emotional state. Finally, LAC voice was limited by the interactions of others and the removing of non-verbal communication would eliminate a sense of meaning within the spoken discourse, giving an inaccurate representation. From the analysis it could be construed that LAC spoken discourse was limited, restricted by the ‘expected response’ that the linguistic framework of the agenda dictated. LAC voice appears to be facilitated through social context,

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especially concerning to facts about past events and also by ‘inaccurate assumptions’. It is only at the end of the meeting that LAC opinion is requested, generating a discussion on ‘possessions’. The reasons for this may be due to the completion of expected procedures and the change in linguistic framework restricting group discourse. Continuation of discourse from the ‘agenda’ framework may have maintained this mind set for LAC, and with the pressure of ‘time’ constrains, these two factors may have limited his voice. To further understand these restrictions, an exploration of the review was required to identify the barriers limiting LAC voice.

is associated with

contradicts

is part of

is cause of

CF:facilitation of lac voice

expected spoken response {4-4}~incorrect assumption {3-3}~

posessions {1-2}~

requesting LAC opinon {3-3}~body language {10-3}~

unexpected response {0-1}~

fidgeting {6-2}~

moving around the room {7-2}~

assumption {1-3}~

Barriers that prevent LAC voiceAnalysing the barriers that prevent LAC voice, several different factors were identified. Firstly, the formality of the review and the linguistic framework of the agenda, restricting spoken response to expected comments and dictating behavioural response. The behaviour of the group would have directly informed LAC understanding of the event, demonstrating how individuals are expected to behave during the procedure: Secondly, Time limitations; it was clear from the spoken response of the Reviewing Officer, that time was limited. He opened the meeting without the social worker and maintained the agenda to complete procedures quickly thus curbing response. As the dominant speaker, the Officer held a significant amount of power enabling him to dictate when individuals could speak. Following this pattern was inevitable; professionals allowed this practice to continue and LAC would have been expected to follow the social conventions. Finally, the group dynamic and the balance of power, the divide amongst the key workers had a significant effect on group interaction and the imposing of silence. Distance in proximity distributed the level of power unevenly.

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is cause of

is associated with

is part of

is cause of

is cause of

is part of

is associated with

is part of

is associated with

is cause of

is associated withcontradicts

is cause of

is part ofis associated with

is cause of

is part of

is associated with

is associated with

is associated with

contradicts

is part ofis associated withis part of

is part of

CF:barriers to LAC voice

dominant speech {4-1}~ familarity {3-4}~

group dynamic {9-2}~

expected spoken response {4-4}~

instability of support staff {1-3}~

meeting agenda {4-6}~procedures {3-4}~

silence {2-5}~

incorrect assumption {3-3}~

time limitations {3-3}~

body language {10-3}~

gaze {6-8}~power {13-7}~

assumption {1-3}~misunderstood {1-7}~

departmentalising support {1-3}~

formality {4-3}~

frequent placement {1-3}~

To counteract this, participants would often place their ‘gaze’ on LAC, diminishing his influence. The effects of this divide and ‘gaze’ caused LAC to respond to each individual through non-verbal communication, endeavouring to increase his level of ‘power’. This resulted in the LAC following the Reviewing Officer’s dictated format, remaining silent until his opinion was requested at the end of the review.

Strategies From the analysis of the review, several strategies could be identified that could increase LAC voice. Firstly, by extending the time period allocated to the review, participants would be provided with an adequate amount of time to discuss issues without feeling pressured to respond. This would demonstrate to LAC that a relaxed discussion was possible within this social context, allowing reflection to inform practice. Secondly, by reducing formality of the agenda and removing linguistic framework the review would provide an opportunity for open discussion, enabling individuals to exchange ideas more freely and contributing further to the conversation. This would illustrate to LAC the importance of individual opinion and balance the power dynamic, reducing the effect of gaze. This may encourage LAC voice by demonstrating the social conventions of a balanced group discussion. Finally, enhancing group dynamic is perhaps the most difficult strategy to address, as this would require individuals to identify the barriers they themselves produce, tending to power conflicts. By doing so, individuals would become more familiar with each participant’s practice, reducing conflict within the discourse and encouraging LAC participation.

ReflectionDuring my analysis, selective and axial coding tended to merge. As I selected the appropriate code in relation to the research question, I naturally began to form links, creating connections between relevant codes and forming families. I felt this was a natural extension of the analysis process, rather than treating selective coding and axial coding as two separate processes. I was not aware of the full extent these links would have when responding to the research questions. Focusing on each specific question, my attention tended to stray to indirect associations to LAC representation and facilitation of voice. Streamlining became

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difficult, as I had already established these connections. I could relate every aspect of the review to the research questions. But I needed to restrain from referencing each code and begin another series of selection. Reformation of these codes and the construction of new families Instead of broad large families proved to be effective, as codes were now interrelated and families were formed that directly responded to the research questions.

Reflective DiscussionWhen responding to the research questions, several different issues were raised. What was I intending to achieve from this analysis? Had my understanding of the qualitative analysis process illustrated the importance of selecting the appropriate approach? Had I achieved my goal and answered the research questions? How would I extend this analysis further?

Does the review process allow for the child’s voice to be accurately represented?

Throughout the analysis process, I had my reservations concerning the use of the word ‘accurately’. In relation to all interactions, could an ‘accurate’ representation be made when individuals present an image of themselves that differed from the true self. It would be difficult for a researcher to identify the true LAC voice and as such, the term ‘accurately’ may be difficult to apply. Perhaps ‘adequately’ would be a more appropriate term, as this would allow for the researcher to examine the balance of power in relation to the participation process. When changing this term, a number of responses could be ascertained. If LAC voice is a response to incorrect presumptions and inaccurate records, then yes, LAC voice is facilitated. But, when re-examining the question in relation to adequate participation, LAC voice was restricted, controlled by a linguistic framework and the dynamics of power dictated by senior professionals.

o Are there significant barriers preventing facilitation?

A further extension of these restrictions revealed that facilitation of voice was also adversely affected by presumption, being ‘misunderstood’ one of the main reasons for lack of LAC response during the review. In my opinion, the limited extent of LAC spoken discourse, combined with the effects of gaze on non-verbal communication, the disproportional balance of power, all magnify the effect on group dynamics and inevitably on LAC. Recognising the limitations of the review in relation to LAC facilitation, leads the research into the identification of strategies.

o Can strategies be identified to enhance LAC’s voice?

From these identified barriers several strategies were identified; the extending of the time period for review, reducing formality of the agenda, removing linguistic framework of the agenda and enhancing group dynamic. I feel these are a direct response to the current limitations of LAC voice. But without such, these barriers and strategies could not truly represent or validate the research.

The analysis has provided an extensive insight into LAC facilitation, providing an internally valid interpretation of the event. However the study is limited and requires additional analysis of further review meetings, interviews with key workers and LAC in order to validate these findings. Unfortunately, this would extend beyond the scope of this assignment; nevertheless, this process of analysis has informed my understanding of the complicated issues surrounding qualitative methods. Addressing the difficulties faced when identifying the appropriate method and relating this to the research questions and data, demonstrated the difficulties faced when attempting to monitor validity and researcher reflectivity. By

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practising qualitative analysis in this limited capacity, I have understood the significance of this particular approach; its openness to interpretation by remaining open minded throughout, exploring all avenues while maintaining a connection to the whole and how this process can be open to threats of validity from different paradigms.

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